scholarly journals Teaching the Next Generation of Information Literacy Educators: Pedagogy and Learning

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Sheila Webber ◽  
Pam McKinney
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Service Management ◽  
Course Design ◽  
Personal Information ◽  
Information Service ◽  
International Study ◽  
Distance Learners ◽  
Next Generation ◽  
Face To Face

The aim of this presentation is to compare key aspects of learning in two core information literacy (IL) modules, one delivered to a face-to-face cohort (MA Librarianship) and one to distance learners (MA Library and Information Service Management). Graduates of these programmes (delivered by the University of Sheffield iSchool, UK) often pursue careers that require excellent personal Information Literacy (IL) and the ability to teach IL to others. Inskip’s research (2015) identified that these are subjects that library and information (LIS) students want to learn, and Saunders et al.’s (2015) international study found that LIS students’ IL requires development.Our modules aim to develop the students’ understanding of themselves as information literate citizens and teachers, and introduce them to theories and models in the fields of IL and information behavior, teaching and learning. The modules include a practical strand (searching, evaluating, using (etc.) information) and assessment is through coursework.Using Entwistle et al.’s (2004) model of the Teaching and Learning Environment (TLE), we will map key elements (e.g. learner characteristics, approaches of teachers, course design) relevant to the quality of learning. We will also look at three “layers” of teaching: (1) overall pedagogic beliefs and institutional policies, (2) design for learning (overall planning for achieving learning outcomes), and (3) techniques, tools and methods used. We will draw on documentation, reflection and (with cooperation from learners) material created by learners during, and subsequent to, the modules.Through the use of the TLE model we will surface differences in the experience of face-to-face and distance learners and also differences in development of their personal IL and pedagogic knowledge for IL. References at https://docs.google.com/document/d/1JwNCYU-Uh9e-AIyRwTnMyU6Qooab0Tn8vYC-kzd1_Mw/edit?usp=sharingThe PowerPoint slides that accompany this presentation are available on SlideShare: http://www.slideshare.net/PamelaMcKinney/creating-knowledge-viii-teaching-the-next-generation-of-il-educators

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

When Internships Goes Virtual

2021 ◽  
pp. 22-38
Author(s):  
Shanetia P. Clark ◽  
Lynne G. Long
Keyword(s):  
Teaching And Learning ◽  
Next Generation ◽  
Field Placement ◽  
University Supervisor ◽  
Digital Platforms ◽  
Post Secondary ◽  
Face To Face ◽  
The World ◽  
Black Field ◽  
Faculty And Staff

In early 2020, the coronavirus (COVID-19) pandemic ravaged countries across the world, causing them to essentially shut down. Communities had to retreat indoors and socially distance from one another. One aspect of life that drastically changed was schooling. It moved from traditional face-to-face spaces to online digital platforms. Students, faculty, and staff across all levels of schooling shifted to teaching and learning vis-a-vis online digital platforms. Those of us connected to the training of the next generation of teachers navigated through the uncertainty of the COVID-19 pandemic at the preschool to post-secondary levels as well. This chapter focuses on the authors' experiences as a Black university supervisor and as a Black field placement coordinator.

Video Technology for Academic Integrity in Online Courses

2011 ◽  
pp. 289-300
Author(s):  
Judith Szerdahelyi
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Academic Misconduct ◽  
Video Production ◽  
High Tech ◽  
Face To Face ◽  
Two Factors

In addition to their traditional low-tech repertoire of cheating methods, students are now compromising academic integrity by utilizing sophisticated high-tech innovations to improve their grades. The inexperience of online faculty can also contribute to students’ academic misconduct when instructors employ a course design and/or assessment measures that are more appropriate for face-to-face courses. This chapter discusses how easy it is for students to “fake a course” and earn a grade in an online class without acquiring knowledge if a combination of two factors are present: 1) Using pedagogical tools unsuitable for measuring online performance, and 2) Violations of academic integrity. The purpose of the chapter is to present new methods of utilizing multimedia technology, more specifically student video production, to reduce the possibility of academic dishonesty and to improve the quality of teaching and learning.

scholarly journals Reimagining Information Literacy teaching and learning during the COVID-19 pandemic: Research and evidence-based practice skills training redesigned for online delivery

2020 ◽  
Author(s):  
Fiona Jones ◽  
Abigail Baker ◽  
Raymond A’Court ◽  
Jo Hardy
Keyword(s):  
Information Literacy ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Research Question ◽  
Skills Training ◽  
Database Search ◽  
Face To Face ◽  
Literacy Teaching ◽  
Online Mode ◽  
Chiropractic Students

Information literacy teaching and learning for Master of Chiropractic students undertaking systematic reviews was re-envisioned from hybrid to fully online mode due to COVID-19 pandemic restrictions. Collaboration with the academic unit convener informed design and development of appropriate online learning activities and assessment for student achievement of required learning outcomes. Using flipped classroom methodology, a pre-recorded lecture demonstrated research question formulation and advanced database search strategies. Tutorial activities were redesigned for Zoom delivery using breakout rooms to replicate the collaborative aspect of face-to-face tutorials. Learning was supported by a refreshed online research guide, research consultations, and emails. Consultations were delivered via Zoom upon request for more specific advice including question formulation, search terms, choosing appropriate research databases, and advanced database search techniques. Feedback and assessments were positive and review will inform future offerings.

scholarly journals Choose Your Own Adventure: Gamified Course Design in History of Science

2021 ◽  
Vol 12 (2) ◽  
pp. 40-48
Author(s):  
John Stewart ◽  
Kathleen Sheppard
Keyword(s):  
History Of Science ◽  
Teaching And Learning ◽  
Course Design ◽  
Distance Teaching ◽  
Long Distance ◽  
Traditional Grading ◽  
Face To Face ◽  
The Face ◽  
History Of ◽  
Online Format

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

scholarly journals Does distance e-learning work? A comparison between distance and face-to-face learners using e-learning materials

2003 ◽  
Vol 11 (3) ◽  
Author(s):  
Sara De Freitas ◽  
Gerald P. Roberts
Keyword(s):  
Student Retention ◽  
Teaching And Learning ◽  
Distance Learners ◽  
Final Examination ◽  
Similar Data ◽  
Student Attendance ◽  
Learning Materials ◽  
Face To Face ◽  
E Learning ◽  
Better Than

This study compares continual assessment data, intake numbers, retention numbers and final examination grades of a mixed cohort of face-to-face and distance learners against similar data from previous years where e-learning materials were not used in order to test whether e-learning materials can support the same quality and quantity of teaching and learning for both face-to-face and distance learners. The results for this cohort of learners demonstrate that: (i) distance e-learners score as well and sometimes better than face-to-face learners; (ii) face-to-face student numbers have increased; (iii) overall, student retention and student attendance have been maintained; (iv) final examination results have been maintained or in some cases improved; (v) lecturer workload was high, but not unmanageable, and it is clear how manageability can be improved.DOI:10.1080/0968776030110307

scholarly journals A comparison of student engagement in the online vs. face-to-face environment

2016 ◽  
Vol 8 ◽  
Author(s):  
Jennifer Brielmaier ◽  
Ying-Ying Kuo
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Complete Analysis ◽  
Face To Face ◽  
Significant Difference ◽  
The Face

Enhancing student engagement has been a goal of increasing importance in higher education.  This may be especially valuable in online courses, where face-to-face interactions and synchronous activities are often minimal or nonexistent. Students are thought to be engaged when they view course activities as meaningful, persist in the face of difficulties or obstacles, and wish to learn to achieve mastery of the material (Bomia et al., 1997; Schlecty, 1994). Given the importance of student engagement for effective teaching, it is important for instructors and course designers to understand the factors that foster engagement within the learning environment.The present study sought to measure and compare student satisfaction and engagement in online vs. face-to-face sections of Physiological Psychology taught in Spring and Fall 2015. An end of semester survey, adapted from the literature (Dixson, 2010; Ouimet & Smallwood, 2005), included 18 questions relevant to learner satisfaction, motivation and engagement.  The preliminary data analysis was based on Spring 2015 data collected from 56 students total (22 online, 34 face-to-face).  The findings indicated that there was no statistically significant difference between the online and face-to-face sections for student learning satisfaction and overall engagement levels. Results suggest that online teaching and learning can be comparable to the face-to-face environment on these parameters. More complete analysis of the data from the Spring, Summer, and Fall 2015 semesters, as well as a discussion of implications for course design, will be presented.  Faculty and course designers will learn about strategies for measuring and promoting student engagement within their own courses.

scholarly journals Teaching and learning in higher education in regard to information literacy and diversity

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Vidar Gynnild
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
Course Design ◽  
Design Strategies ◽  
Approach To Learning ◽  
Content Learning ◽  
Course Planning ◽  
Models Of Teaching ◽  
Social Settings ◽  
Traditional Sense

This presentation introduces the concept of “backward planning” in course design based on a general model consisting of three major components: frames (or frame factors), processes and outcomes. The model is principally “open” in the sense that it can be utilized in a wide variety of social settings. In this model, students’ learning is understood in light of teaching in a broad sense incorporating a whole range of frame factors such as time, content, learning activities, assignments, assessments etc. This represents a holistic and action-driven approach to learning at the expense of transfer models of teaching based on positivist thinking. From an information literacy perspective, the aforementioned approach to course planning may call for students to discuss the use of sources, including literature in a traditional sense. Examples of frames could be a mandated discussion of the selection and use of sources, including their relative usefulness for the set task. Or, students may be asked to add and argue in favor of more comprehensive references in the event of an extension of their work. Generally, the use of sources is fundamental in academic work calling for the inclusion of information literacy issues in course design strategies rather than as add-ons of any kind.

scholarly journals Information Literacy and Instruction: Teaching and Learning Alternatives: A Global Overview

2017 ◽  
Vol 56 (4) ◽  
pp. 232 ◽  
Author(s):  
Esther Grassian
Keyword(s):  
Problem Solving ◽  
Information Literacy ◽  
Teaching And Learning ◽  
London School ◽  
Face To Face ◽  
The People ◽  
Reference Librarians ◽  
The World ◽  
Fact Finding ◽  
London School Of Economics

Your communities need your help more than ever, in so many ways—job, healthcare, and college and occupational study applications, workplace research and problem solving, research paper and homework help, and many other community-related issues, like accessing laws and regulations. How do you address these needs when there are so many people needing your help, at any time of the day or night, almost anywhere in the world, but also right in front of you at a physical reference desk? Face-to-face personal help is still invaluable, but reference work has expanded in many ways. It includes, but goes beyond, fact finding. Reference librarians help people learn how to learn so they can participate fully in their societies as informed and knowledgeable citizens. This column takes a look at how librarians and others around the world are identifying what people need to learn for this purpose, and how to help them learn it. This column and the sites listed at the end of it provide ideas and approaches that could be used or adapted to help the people in your communities achieve this goal. Note: I gratefully acknowledge Susan Gardner Archambault (Loyola Marymount University), Dr. Jane Secker (London School of Economics), and Sarah LeMire (Texas A& M University), co-editor of this column, for their very helpful comments and suggestions.—Editor, Esther Grassian

scholarly journals Evaluating factors contributing to positive partnership work in a students-as-consultants partnership program

2020 ◽  
Vol 4 (2) ◽  
pp. 27-44
Author(s):  
Gabrielle Foran ◽  
Kris Knorr ◽  
Rebecca L Taylor
Keyword(s):  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Course Design ◽  
Program Structure ◽  
Face To Face ◽  
Extensive Program ◽  
Prior Experiences ◽  
Face Time ◽  
Partnership Program ◽  
Mcmaster University

McMaster University pioneered its Course Design/Delivery Consultants Program (CDDCP) in fall 2016. This program pairs an instructor partner who is teaching or preparing to teach a course with a student partner to obtain a student’s perspective on teaching and learning in their classroom. Although the CDDCP was based on Healey, Flint, and Harrington’s (2014) eight values of partnership, the contribution of other factors to its success was of interest. Participants’ experiences were analyzed using a framework informed by these values. Qualitative analysis showed that these values were reflected in participants’ experiences. Additionally, it was revealed that participants’ experiences in the CDDCP were enhanced by two additional factors: (a) prior experiences and experiences gained through CDDCP participation and (b) the extensive program structure of the CDDCP. These findings suggest that partnership programs involving students, instructors, and coordinators should (a) explicitly acknowledge the value of participants’ experiences and (b) facilitate face-to-face time among participants.

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